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Building curriculum for flexibility and retention

Building curriculum for flexibility and retention. Dr Craig Bellamy BA (Hons) MA Ph.D 3 May 2012, La Trobe University. Landscape: government policies . Landscape: Low Socio-Economic Student background. Landscape: Attrition, impact upon institution.

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Building curriculum for flexibility and retention

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  1. Building curriculum for flexibility and retention Dr Craig Bellamy BA (Hons) MA Ph.D 3 May 2012, La Trobe University

  2. Landscape: government policies

  3. Landscape: Low Socio-Economic Student background

  4. Landscape: Attrition, impact upon institution • Adverse publicity for an institution with poor record of completing students • Waste of resources into recruiting students • Institutions that seek to enrol students from disadvantaged backgrounds must back up efforts to encourage sustained success (York, Longden, 2004) (La Trobe’s services particularly good!)

  5. Why students leave their programs (Yorke, Longden, 2004)

  6. Retention: Key institutional strategies

  7. Retention: Key institutional strategies

  8. Teaching and learning (and retention) “ A policy focus on student success in higher education through teaching, learning and assessment, and through institutional support services, is likely to lead to better retention than a focus on retention itself” Yorke, Longden, 2004. (ie. it is better to look at the entire program rather than one aspect of it in isolation)

  9. Teaching and learning (and retention) • It must be important; it must have some value to the learner • The learner needs to expect success when engaging the learning tasks (Biggs, Tang, 2007)

  10. Designing Quality Teaching and Learning (Biggs, Tang)

  11. Teaching and learning (and retention) • What is the teaching/learning climate? (ie. negative reinforcement is worse than positive) • Applauding undergraduate success! (partly through assessment) • Teacher feedback has a powerful effect on students expectation of success (Biggs, Tang) • Peer assessment (grading with rubrics) through a ‘flexible learning’ approach.

  12. Flexible learning: methods of teaching and learning (mixed teaching methods/activities)

  13. Flexible study (advantages) • cater for a broader range of student learning styles • develop independent and self-directed learning approaches in our students • improve access to university study for students who live some distance from the University campuses • cater for students who have family and work commitments • broaden options for students on each of our campuses as well as nationally and offshore • open up our courses to a wider market (from Utas)

  14. Different modes of delivery (online)

  15. How can retention/ flexibility be promoted at a program/faculty level?

  16. Summary/questions?

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